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Prashant Vitthalrao Nandanvare
Assistant Professor
Department of English
KES Arts, Commerce and Science College Kalwan, Tal: Kalwan
Savitribai Phule Pune University, Pune.
ORCID ID 0009-0004-3948-6711
Abstract— Social inclusion in schools encompasses policies, pedagogies, and everyday interactions that ensure all learners—irrespective of caste, class, gender, disability, language, or religion—feel valued, participate fully, and achieve equitably. This manuscript compares the inclusion practices of private and government schools in India through a mixed-methods survey of 420 stakeholders (teachers, students, and administrators) across four states. The study investigates structural supports (policies, infrastructure, resource allocation), pedagogical adaptations (differentiated instruction, Universal Design for Learning), and sociocultural climates (peer acceptance, teacher attitudes). Findings indicate that while private schools often possess better physical infrastructure and targeted remedial programs, government schools tend to operationalize broader policy mandates like the Right to Education (RTE) Act and inclusive admissions more systematically, albeit with uneven implementation due to resource shortages.
Quantitatively, government schools showed higher compliance with inclusive admission and fee-waiver policies, whereas private schools scored higher on teacher-initiated differentiated pedagogy and parental engagement. Qualitative narratives reveal that inclusion succeeds where leadership is committed and teachers receive sustained support, irrespective of management type. The paper concludes that a hybrid model—combining the policy rigor of government systems with the innovation and resource agility of private institutions—could accelerate inclusive outcomes. Recommendations include sustained teacher professional development, participatory school improvement plans, student voice mechanisms, and collaborative networks that diffuse inclusive innovations across school types.
Keywords
social inclusion; inclusive education; private schools; government schools; equity; Universal Design for Learning; RTE Act; differentiated pedagogy; India
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